The Hundred Years Development Of A Rural Elementary School In The Border Area

Education is a fundamental task for the coming generation. Education is the cornerstone of a nation’s rejuvenation and social progress. China has 3/4 of the population living in rural areas; the number of the students receiving basic education in the rural area of China has reached 160 million. A large number of primary schools exist in the mountainous rural areas, so the rural basic education is the foundation of China’s education, and its quality is not only related to the development of the countryside, but also related to the development of China.But in the whole stage of the basic education, the elementary schools in the mountainous rural areas are obviously disadvantaged groups, and its operating conditions and education quality are much more backward than the city primary schools. Moreover, it starts late with only a short history, attracting few people’s attention for research. In China’s vast mountainous rural areas, education cannot get attention for a long time, the funds for development are inadequate, the resources are unfairly distributed, the teaching staff is weak, the right for education is unfairly treated, and the lack of attention of the rural people on education has affected the development of rural education as well. Therefore, the rural education needs to get more attention and support.This study is based on Longsa elementary school in Xinhua township, Tengchong City, Yunnan province, mainly using literature review method, face-to-face interview method, from the perspective of the creation of the school, the change of the school names, the expansion of the teaching buildings and the change of the students and the teachers in the school, to analyze the achievements and existing problems in the 100-year development, and in this way to make a further analysis of the problems of the rural elementary problems and then put forward some solutions to them.This research can help people witness the development of thousands of such elementary schools in China’s rural areas, enriching the history of the rural elementary schools of China, help people witness the changes of the rural elementary schools in different stages, further enriching people’s understanding of the rural education of China, in this way, to help people deal with the problems of the rural elementary education better. In addition, this research is helpful to arouse people’s more attention to rural education and increase support and investment in rural elementary education.